Development in its contexts: What eye-tracking can tell us Kevin F. Miller University of Michigan
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Development in its contexts: What eye-tracking can tell us Kevin F. Miller University of Michigan
Acknowledgements
• Gary Feng
• Thanks to
tobii
• Duke University
• Shu Hua and Zhang Houcan
A-S-L
– IES
• Beijing Normal University
– NSF
Funding from:
•
Scott Mccann
• Fernando Rodriguez IES (R305U070007, Measuring
• Kai Cortina, & and Developing Situation
• Lauren Phelps Awareness in Teachers)
University of Michigan
• Christopher Correa
• University of Michigan &
St. Louis Cardinals
Overview Situating this talk What we think we know about reading and why we don’t Learning to read in Chinese and English What preschoolers don’t learn from shared book reading and what they can learn A strategy for moving from the world to the lab and back again
Situating this talk Bracketed by two quotes and one question: what do we need to know about cognitive processes in order to have something useful to say to teachers and schools?
The illusion of iconicity:
Seeing is harder than it
looks
“To see what is
in front of one's
nose needs a
constant
struggle.”
- George Orwell George Orwell (1903-1950)
(1946)
Pasteur’s quadrant – Donald Stokes Great book Available online at http://brookings.nap.edu/books/08157817 76/html / Rethinking the relation between “basic” and “applied” science
Traditional
view
http://www.cspo.org/products/conferences/bush/Stokes.pdf
• “Store” of basic knowledge
used to develop
applications
• Penicillin example
Funding Societal
Basic Research Applied Development Technology/
Research Application
Benefit
Condensed Matter Physics Electronics Industry
Stokes’s Model
Research Inspired by
Consideration of Use
p://www.cspo.org/products/conferences/bush/Stokes.pdf
No Yes
Use Inspired Basic
Quest for Understanding
Pure Basic Research
Yes Research
(Bohr)
(Pasteur)
Research Inspired by
Pure Applied Research
No (Edison)
“Hobby” research
(Roger Tory Peterson)
The uneasy relation
between cognitive science
and education
Nasrudin was looking
Sufi story desperately under a streetlight
the missing keys for something. His friend came
along, and asked, "What are
you looking for?". He said, "I lost
my keys, I think I dropped them
What might it mean to look over there in that field." His
in the right places? friend said, "So why aren't you
looking for them there?" The
the case of reading Mullah said, "Oh, the light is
much better here."We know a lot about how the eyes move in reading If there’s anything in eye-tracking that’s well-characterized, it’s reading alphabetic text by college students Skipping Refixations Regressions But what happens when a teacher reads to his students?
What reading can look like The example of eye-movements and reading
Overview Situating this talk What we think we know about reading and why we don’t Learning to read in Chinese and English What preschoolers don’t learn from shared book reading and what they can learn A strategy for moving from the world to the lab and back again
The need for symbolic structure
Humans are terrible rote learners
• An example
• 一二三 vs. 壹贰叁
• Symbol structure makes
learning possible
• Varies by
• Language
• Symbol-system
• Therefore features of learning
should vary across languages &
symbol systemsSome features of Chinese
orthography
Chinese characters
Correspond to syllables
Marked orthographically
Formed by various rules
A prototypical character has two
parts - semantic/phonetic
我们祖国历史悠久
Semantic/phonetic characters vary with frequency of characters
60% for high frequency, 97% for very low frequency - Shu, 1997)
Neither part necessarily very useful
Phonetic cues valuable 26.3% of the time (Gao, 1993)
Semantic radicals vary in validity (17-46%) (Gao, 1993)Our ancestral country has a long
history
• 我们祖国历史悠久Evidence for relative productivity of alphabetic writing Lee et al. (1995) US children do better on untaught words
Experimental Design
• Subjects
154 third-, fifth-graders, and college students
From Beijing, China and Champaign-Urbana area
• Materials
Age-appropriate passages representing children’s everyday reading
materials
“The foolish mule”, an Aesop fable
• Method
Eye-movement recording
Feng, G., Miller, K. F., Shu, H., & Zhang, H. C. (2009). Orthography and the development of reading
processes: An eye-movement study of Chinese and English. Child Development, 80,720-735.Reading Speed For children Chinese readers faster For adults no difference Orthography may matter more for children adults are expert readers
Mean Fixation Duration
Decreases with
age
No language
differenceNumber of Fixations per
Word
Same pattern as total
reading time
Why do US children
need more fixations?Where Do the Eyes Go Next? Progressive Fixations Regressive Fixations Refixations
Reasons to Look Again
English readers can “sound out” difficult words
But, adults show same pattern (English readers refixate more)
Need for morphological analysis
Data from German:
Breaking up long words improved reading speed
Inhoff, Radach, & Heller (1996)
Data from Chinese
Organizing into words decreased reading speedConclusions Chinese characters are a less-transparent system than alphabetic writing systems Problems for acquisition Once learned Characters may be a good-size unit for reading Morphemes may be an important unit in English Results from reading of scrambled text Even though not explicitly marked Symbol structure may matter more for novices
Overview Situating this talk What we think we know about reading and why we don’t Learning to read in Chinese and English What preschoolers don’t learn from shared book reading and what they can learn A strategy for moving from the world to the lab and back again
Shared book reading Key part of the canon of American child-rearing Correlated with reading achievement But what do kids get out of it?
Whatever you do, don’t look at the words Preschoolers rarely look at the words (Evans & Saint-Aubin, 2005; Justice, Skibbe, Canning, & Lankford, 2005) But some children might And there are other things they might learn
Overall, not much attention to the text
But different story for preschoolers who can identify letters & words
Where “high” prereaders look
Learning words from pictures The raw, the cooked, fast mapping and the skillet Is there a difference in where learners and non- learners look?
Learning words from pictures Learners Non-learners
Current conclusions
Letter-word knowledge mediates where
children look when they’re read to
which way does the causal arrow point?
Fast-mapping is mediated by looking
Next big step
altering text to make it more likely to
catch the eyesOverview Situating this talk What we think we know about reading and why we don’t Learning to read in Chinese and English What preschoolers don’t learn from shared book reading and what they can learn A strategy for moving from the world to the lab and back again
Capturing teacher
attention
Prior to about 2005, this is what
you needed to do
Why is this woman smiling?
ASL Mobile Eye version 1Capturing teacher attention ASL Mobile Eye System consists of Head mounted optics (76g) Color scene camera Modified DVCR recorder Output Recordable video with moving cursor Data log file (ASCII data file) x and y coordinates pupil radius, in eye image pixels eye direction with respect to the scene image mouse cursor position with respect to the scene image Limitations Resolution
Does perspective matter? • Short example • Teacher perspective view • Student perspective view • What’s the difference?
Situation Awareness vs. Cognitive
Tunneling
Situation awareness (Endsley, 1995, 2000)
perception of meaningful elements in an
environment
comprehension of their meaning, and
projection of their status in the near
future
Cognitive tunneling (Dirkin, 1983)
narrowing of the attentional field when
one engages in a complex taskNote particularly the right half of the distribution students who get little teacher attention
Conclusions “Eyes in the back of her head” phenomenon probably a learned perceptual skill Given models of how teachers look in the classroom, can Develop video proxies on tobii system Develop training in watching classroom video Test for changes using tobii Hope they generalize to the real world
General conclusions
Yogi Berra was right
• but “looking” is not as easy it
might appear at first glance
• where you look matters
• how you look does, as well
• eye-tracking has enormous
potential to help us learn how
children make sense of the
world around themYou can also read
